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 Common European Framework of Reference (CEFR) and the Assessment of School Teachers’ Levels of English in Central Vietnam: Effects and Affects
Tác giả hoặc Nhóm tác giả: Nguyễn Văn Long
Nơi đăng: Paper presented at the 3rd Annual International Conference on Teaching English to Speakers of Other Languages (TESOL) "English Learning: A Focus on English Use", 9-11 August, Danang City, Vietnam
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; Số: 0;Từ->đến trang: 0;Năm: 2012
Lĩnh vực: Ngôn ngữ; Loại: Báo cáo; Thể loại: Quốc tế
TÓM TẮT
The paper reports a practical situation of testing and assessing the levels of English for school teachers of English in Central Vietnam, which is part of the project 2020 aiming at upgrading English level of competence of both teachers and students of English in the whole country. The paper starts with a brief presentation of the Common European Framework of Reference, or CEFR, as a standard framework for language evaluation. Following is a full report of the process of assessing the English level of English teachers of the three levels of secondary education, i.e. primary, junior secondary and secondary from various provinces and cities in Central Vietnam. This includes the presentation of results, the discussion of advantages as well as drawbacks, and the analysis of the impacts of the evaluation policy on learners, teachers, and administrators. The paper ends with several comprehensive conclusions and suggestions for further investigations.
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ABSTRACT
The paper reports a practical situation of testing and assessing the levels of English for school teachers of English in Central Vietnam, which is part of the project 2020 aiming at upgrading English level of competence of both teachers and students of English in the whole country. The paper starts with a brief presentation of the Common European Framework of Reference, or CEFR, as a standard framework for language evaluation. Following is a full report of the process of assessing the English level of English teachers of the three levels of secondary education, i.e. primary, junior secondary and secondary from various provinces and cities in Central Vietnam. This includes the presentation of results, the discussion of advantages as well as drawbacks, and the analysis of the impacts of the evaluation policy on learners, teachers, and administrators. The paper ends with several comprehensive conclusions and suggestions for further investigations.
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